Private School

Inspection Report

Cranleigh School Abu Dhabi

Academic Year 2016 2017

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 Cranleigh School Abu Dhabi

Inspection Date January 30, 2017 to February 2, 2017

Date of previous inspection April 27, 2015 to April 30, 2015

General Information Students

Total number of
School ID 251 1033
students

Opening year of %of students per Main Curriculum 100%

2014
school curriculum Other Curriculum 0
KG 270
Number of students Primary: 488
Principal Brendan Law
in other phases Middle: 238
High: 37

School telephone +971 (0)2 497 0000 Age range 3 to 15 years

Cranleigh Road, Saadiyat Grades or Year

School Address FS to Year 13
Island, Abu Dhabi Groups

Official email (ADEC) cranleighad.pvt@adec.ac.ae Gender Boys and girls

% of Emirati
School website www.cranleigh.ae 17%
Students
1. British: 30%
Fee ranges (per Very high Largest nationality
2. American: 13%
annum) (AED 65,000 to AED 96,333) groups (%)
3. Australian: 6%
Licensed Curriculum Staff

Main Curriculum English National Curriculum Number of teachers 116

Other Curriculum Number of teaching

------- 39
(if applicable) assistants (TAs)
External Exams/ EMSA, IGCSE, Common Teacher-student KG/ FS 1:18
Standardised tests Entrance (CE), ratio Other phases 1:18
British Schools in the
Accreditation Teacher turnover 10%
Middle East (BSME)

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 Introduction
Number of inspectors
deployed
Number of inspection days
Number of lessons observed
Number of joint lesson
observations
Number of parents
questionnaires
Details of other inspection
activities
School Aims
School vision and mission
Admission Policy
Inspection activities
4
4
130
36
224; return rate: 26%
Inspectors held discussions with the owner and
governing body, principal, senior managers, teachers
and other members of staff, students and parents.
They reviewed a wide range of school documentation
and students coursework. They observed assemblies,
school activities, arrivals, departures and intervals.
School
The school aims to produce grounded young men and
women capable of tackling lifes challenges with
confidence, determination and courage.
Cranleigh Abu Dhabi seeks to provide a truly
transforming experience in which intellectual, artistic,
sporting, spiritual and social development is at the
heart. Cranleighans and their parents join in a caring
community that recognises and nurtures the innate
ability of every child.
Non-selective for all students able to access the
curriculum. Inclusive of students who have special
educational needs (SEN).
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 Governance comprises the proprietor, principal and
representatives of Cranleigh UK. Leadership comprises
Leadership structure
the principal, vice principal, bursar, director of
(ownership, governance and
communications, four heads of school, four deputy
management)
heads of school, and a director of teaching and
learning.

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 SEN Details (Refer to ADEC SEN Policy and Procedures)
Number of students Number of other students
SEN Category identified through external identified by the school
assessments internally

Intellectual disability 0 0

Specific Learning Disability 22 2

Emotional and Behaviour

2 0
Disorders (ED/ BD)
Autism Spectrum Disorder
5 0
(ASD)
Speech and Language
12 0
Disorders
Physical and health related
0 0
disabilities

Visually impaired 0 0

Hearing impaired 0 0

Multiple disabilities 5 0

G&T Details (Refer to ADEC SEN Policy and Procedures)

Number of students
G&T Category
identified

Intellectual ability 34

Subject-specific aptitude (e.g. in science, mathematics,

188
languages)

Social maturity and leadership 94

Mechanical/ technical/ technological ingenuity 18

Visual and performing arts (e.g. art, theatre, recitation) 37

Psychomotor ability (e.g. dance or sport) 13

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The overall performance of the school
Inspectors considered the school in relation to 3 performance categories

Band A High performing (Outstanding, Very Good or Good)

Band B Satisfactory (Acceptable)

Band C In need of significant improvement (Weak or Very Weak)

The school was judged to be: Band A Very Good

Band C
Band A Band B
In need of significant
High Performing Satisfactory
improvement
Outstanding

Acceptable

Very Weak
Very Good

Weak
Good

Performance Standards

Performance Standard 1:

Students achievement

Performance Standard 2:
Students personal and
social development, and
their innovation skills

Performance Standard 3:
Teaching and assessment

Performance Standard 4:
Curriculum

Performance Standard 5:
The protection, care,
guidance and support of
students

Performance Standard 6:
Leadership and
management

Summary Evaluation:
The schools overall
performance

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The Performance of the School
Evaluation of the schools overall performance
The overall performance of the school is very good. Students achievement is
rooted in their outstanding learning skills and personal development. Outstanding
teaching at the foundation stage (FS) gives children a real enthusiasm for
learning. The first cohort of 37 students to reach Year 11 will take external IGCSE
examinations in June 2017. School leaders have an appropriately ambitious vision
for the school which drives its direction. Their promotion of Islamic values and the
heritage and culture of the UAE permeates its curriculum and ethos. This
commitment to the national agenda includes best practice in innovation. For the
minority of students for whom it is a first language, the school has not had the
same success in promoting high achievement in the Arabic language. The schools
evaluation of its own performance does not yet involve sufficient staff or
representatives of all stakeholders.
Progress made since last inspection and capacity to improve
The school has made good progress since its last inspection, including in the
quality of teaching and learning in Islamic education and in meeting the needs of
learners of Arabic as a second language. Almost all groups of students now
consistently make similar progress partly because of improved assessment and
monitoring by teachers. Middle managers have greater responsibility for their
areas. Teaching in Arabic as a first language has improved but students
achievement remains below other subjects. The school has not yet appointed a
permanent leader for Arabic subjects to its senior leadership team. Overall, school
leaders capacity to improve the school further is good.
Development and promotion of innovation skills
The schools promotion of innovation skills is very effective and is an example of
best practice. Students are innovative in individual projects and whole-school
initiatives, both scientific and artistic. A proposal from students based on work
with American scientists reached the final of Genes in Space, a UAE Space
Agency project. In the Beautiful World Project, inspired by Sheikh Zayed bin
Sultan Al Nahyans poem, 88 students from Year 5 to Year 11 worked with
professional artists to create an opera. They undertook the technical and creative
aspects of the production in preparation for a performance at the National
Theatre of Abu Dhabi. As a pilot school for the Crown Prince Courts Moral
Curriculum, student-led assemblies, one-to-one sessions and student inspired
campaigns promote their social awareness and responsibility. Students
innovation is particularly noticeable in their strong learning skills. They
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hypothesise and draw inferences with ease, conducting their own research using
information and communications technology (ICT) and through reading. Overall,
the school is making a significant contribution to the national ambition of
nurturing innovative future global leaders.

The inspection identified the following as key areas of strength:

the range of learning experiences that promote students personal
development and learning skills
leaders vision and direction and their promotion of innovation
teachers knowledge of their subjects and their students
the schools promotion of and students respect for Islamic values and
their appreciation of the heritage and culture of the UAE
the quality of childrens education in the foundation stage.

The inspection identified the following as key areas for

improvement:
further refining the quality of all teaching to ensure it consistently matches
the best practice in the school
further improvement in the leadership and teaching of Arabic, particularly
as a first language
the greater involvement of all school leaders in evaluating the schools
performance.

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Performance Standard 1: Students Achievement

Students achievement Indicators KG Primary Middle High

Attainment N/A Good Good Good

Islamic
Education
Progress N/A Good Good Very Good

Attainment Very Good Acceptable Weak Weak

Arabic
(as a First
Language) Progress Very Good Good Acceptable Acceptable

Arabic Attainment N/A Acceptable Good Good

(as a Second
Language) Progress N/A Good Very Good Very Good

Attainment N/A Good Good N/A

Social Studies
Progress N/A Very Good Very Good N/A

Attainment Very Good Good Very Good Very Good

English
Progress Outstanding Very Good Very Good Very Good

Attainment Very Good Very Good Very Good Very Good

Mathematics
Progress Very Good Very Good Very Good Very Good

Attainment Outstanding Very Good Very Good Very Good

Science
Progress Outstanding Very Good Outstanding Very Good

Language of
instruction (if Attainment N/A N/A N/A N/A
other than English
and Arabic as First Progress N/A N/A N/A N/A
Language)

Other subjects Attainment Outstanding Very Good Very Good Very Good

(Art, Music, PE)

Progress Outstanding Very Good Very Good Very Good

Learning Skills
(including innovation, creativity,
Outstanding Outstanding Outstanding Outstanding
critical thinking, communication,
problem-solving and collaboration)

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Students achievement is very good overall. Attainment in Foundation Stage (FS) is
very good and progress is outstanding. In the rest of the school, students
achievement in the English National Curriculum subjects is very good overall, as
shown by current work and teachers assessments. Achievement in Arabic subjects
is not yet as strong but it is improving. The few Year 5, 7 and 9 students who took
External Measurement of Student Achievement (EMSA) Arabic examinations, a year
younger than the intended age, attained below curriculum standards. The school has
limited data for external examinations. In 2016, the very few Year 10 students who
took IGCSE examinations in mathematics, French and Spanish all achieved A*
grades. A group of 60 Year 8 students, who took the Common Entrance (CE)
examination in English, mathematics, science and French achieved very good
attainment overall. Overall, all groups of students, including those with special
educational needs (SEN), the 42% of students for whom English is an additional
language (EAL) and Emirati students, make similar progress. Students who are
gifted and talented (G&T) make very strong progress.
Students achievement is good in Islamic education. In primary, the majority of
students attain above curriculum expectations because teaching focuses on
effective learning skills. For example, in a Year 4 lesson, the majority of students
could recite Hadeeth, explain meanings and make links with morals. Progress is
strongest in the high phase where, for example, in a Year 11 lesson the majority of
students engaged confidently in a comparison between the prophets Zakarya and
Yahya, showing deep understanding of their life stories. Achievement is less strong
when it is constrained by limited Arabic language skills.
Students achievement overall is acceptable in Arabic as a first language. It is very
good in FS where the large majority of children respond confidently at levels above
curriculum expectations when asked questions including, for example, about their
countries. In the primary, attainment is acceptable and progress is good. For
example, in a Year 2 lesson, most students were able to identify targeted letters and
read simple sentences accurately. Attainment in Arabic as a first language is weak
for the few students in the middle and high phases. For example, most students
cannot read fluently or write a paragraph about themselves at an appropriate level.
This is because teaching is not as strong in these phases.
In Arabic as a second language, achievement is good and it improves as students
move up the school. This is because lessons engage and develop students critical-
thinking and collaboration skills. For example, in a Year 11 lesson, the majority of
students read a text about famous characters in Arab history, answered
comprehension questions correctly, and used ICT skills to research for more details
in ways that demonstrated skills above expected levels.

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Students attainment is good in social studies and progress is very good. The
majority of students attain above expectations. For example, in a Year 8 lesson, the
majority of students could explain the impact of pollution in the UAE and suggest
solutions. By Year 9, the majority take leading roles making group presentations to
the class that connect Islamic values, UAE heritage and environmental awareness,
demonstrating knowledge and understanding above curriculum expectations.
Students achievement is very good in English. In FS, the large majority of children
make outstanding progress in a calm and highly creative environment. A school-wide
passion for reading books and electronic texts begins in FS. In primary, the large
majority continue to make very good progress. In one Year 6 lesson, for example, a
lower achieving group of students used group writing very effectively to create their
own success criteria. In the middle and high phases, students speaking and listening
skills are equally well stimulated. For example, in a Year 10 lesson, students made
very good progress using critical-thinking skills to analyse speeches from a recent
UAE summit on climate change.
Students achievement in mathematics is very good overall. Children enter FS with a
wide range of numeracy skills. They make progress above age expectations as a
result of skilful teaching, use of high-quality resources and continuous linking of
numeracy to real life. By the end of FS, the large majority of children can perform
calculations at levels above those expected and they can describe two- and three-
dimensional geometry. Progress remains strong throughout the primary and middle
phases because of students learning skills, and by Year 10 the large majority have
calculus skills above curriculum expectations. Gifted students in Year 11 are working
well above age-related expectations. Their expert understanding of the principles of
integration enable them to accurately solve equations and illustrate their answers
graphically.
Students achievement in science is very good overall. Almost all students develop
skills above age expectations because investigation, research and problem solving
are embedded in lessons. For example, in FS, activities fully support discovery
through purposeful play. In a Year 11 lesson, almost all students made progress
above curriculum expectations as they explored the features of electromagnets.
Less able students make excellent progress because work is differentiated
effectively. They learn specific skills to help them be independent and resilient. G&T
students participate in external and international competitions to further develop
their knowledge and understanding.
Students achievement in other subjects is very good overall. It is outstanding in FS
and very good in the rest of the school. In swimming, for example, expert coaching
leads to almost all students making progress above age expectations in a range of

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strokes. Students high-quality artwork is displayed around the school. History and
geography are very well linked to local and global issues. Achievement in French and
Latin is above curriculum expectations and students enjoy analysing and sharing
languages. Students show very good performance skills in both dance and drama.
For example, year 7 boys made very good progress in dance as they independently
evaluated their own performances through detailed notes and diagrams.
Learning skills are outstanding for almost all students because they are motivated
and eager learners. They frequently choose to work collaboratively or
independently, making mature decisions about how best to achieve their goals,
including by working innovatively with ICT. Students thrive in developing their skills
across all subject areas, successfully applying their critical thinking and other higher
order skills as they go.

Performance Standard 2: Students personal and social development,

and their innovation skills

Students personal and social

development, and their innovation skills KG Primary Middle High
Indicators

Personal development Outstanding Outstanding Outstanding Outstanding

Understanding of Islamic values and

Outstanding Outstanding Outstanding Outstanding
awareness of Emirati and world cultures

Social responsibility and innovation

Outstanding Outstanding Outstanding Outstanding
skills

Students personal and social development, and their innovation skills, are
outstanding. Almost all students are highly responsible members of the school
community, with intellectual curiosity and independence of mind. Most behaviour
management is by students, not staff, as they learn self-discipline and tolerance.
Their interactions are characterised by humour, empathy and intelligent, informed
debate. Attendance at 98% is outstanding because students want to be at school.
Their highly active days show a strong commitment to a safe and healthy lifestyle.
Students play a comprehensive range of team and individual sports, often at a very
high level.
Students understanding of Islamic values and awareness of Emirati and world
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cultures are outstanding. A highly successful Model United Nations event, for
example, has led New York University to ask school delegates to chair next years
event, presiding over university students. Students appreciate the relevance of
Islamic values to their own lives and to the nation. Students choose to attend a daily
Islamic Clinic, where G&T students support their peers. Celebration of the UAE is
both historical and forward thinking. Students take every opportunity to enter local,
national and international competitions to share their ideas and creativity. Students
fully appreciate and celebrate their own and others music, art and literature from
the schools more than 60 nationalities. Students are unafraid to hold their own
opinion and to test its validity in lively discussions with one another and their
teachers. They engage in Open Minds' talks in conjunction with the Oxford &
Cambridge Society and the student council, Cranleigh Voice, is influential in school
life. Students work ethic extends from their own projects to volunteering, often
with an environmental theme such as dolphin and turtle conservation.

Performance Standard 3: Teaching and Assessment

Teaching and Assessment Indicators KG Primary Middle High

Teaching for effective learning Outstanding Very Good Very Good Very Good

Assessment Outstanding Very Good Very Good Very Good

The overall quality of teaching and assessment is very good. It is outstanding in FS

where children quickly learn to speak with great confidence, for example through
welcoming, themed role-play areas. Their fine motor skills are expertly coached and
they swiftly learn to shape letters very accurately. The large majority of teachers
across the school have excellent subject knowledge. They know how to teach in
ways that promote outstanding learning skills. High expectations and challenging
work ensure students make very good progress. All lessons are characterised by
respectful relationships, peer appreciation of each others work and cooperative
working. For example, in one Year 8 French lesson, students competed with,
supported and evaluated each other in a stimulating speed writing exercise. Most
lessons use a range of high-quality resources to support students learning. ICT is
embedded in lessons throughout the school. Teaching to develop critical-thinking,
problem-solving, innovation and independent learning skills is outstanding.
Innovation skills are developed exceptionally well outside of lessons through the

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schools impressive range of clubs, activities and national competitions. In Arabic as
a first language, teachers do not always make lessons as student-centred as in other
subjects. This does not make effective use of students strong learning skills.
Internal assessment procedures are very good overall and outstanding in FS. The
schools innovative points system for measuring progress ensures that students
academic development can be monitored and analysed through every phase. The
school is yet to use these effectively as tools to set targets, monitor progress and
raise attainment levels in the Arabic-medium subjects. Teachers have a secure and
comprehensive understanding of students strengths and weaknesses, often
reinforced by careful, considerate and probing questioning in and out of lessons.

Performance Standard 4: Curriculum

Curriculum Indicators KG Primary Middle High

Curriculum design and implementation Outstanding Outstanding Outstanding Outstanding

Curriculum adaptation Outstanding Outstanding Outstanding Outstanding

Curriculum design and implementation overall are outstanding. The curriculum is

designed to be innovative and challenging in almost all subjects. Students learning
progresses seamlessly through the curriculum. For example, students in FS learn
about different animals. In Year 1 and 2 they use this knowledge to look at how
animals adapt to their environment then, in the middle school, they learn about
endangered species and how they might be conserved. Most students outstanding
learning skills make them ready for the next stage of their education. Students for
whom Arabic is a first language are less well prepared. The timetable is designed to
enable students to access a wide range of subjects and activities. They make choices
from an early age up to their IGCSE options in the higher years. Cross-curricular links
are a very strong feature with topics and themes that are designed to overlap. For
example, in primary the science topic on rocks and soil links with geography work
on the desert environment and the history topic of the Romans. Subject leaders
reviews of the curriculum ensure it meets students needs.
Curriculum adaptation overall is outstanding, with detailed individual education
programmes for students requiring additional support. Teachers regularly modify
the curriculum and subject leaders have a high degree of autonomy. For example,
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the Modern Foreign Language team increased the level of challenge with more
work on French culture in the middle phase because students had reached academic
goals earlier than expected. This is less successful in Arabic due to lack of fully
effective leadership. Extra-curricular opportunities are outstanding. These include
sports such as sailing, golf and horse riding. In the high school, students learn life
skills to prepare them as independent adults. Innovation is built into the curriculum
through, for example, students creative use of computers to aid their research.
Provision for music, drama and art is of very high quality. The curriculum has fully
embedded links with UAE and Emirate culture. The schools piloting of the Crown
Prince Courts Moral Curriculum enhances social studies and promotes students
appreciation of Islamic values.

Performance Standard 5: The protection, care, guidance and support

of students

The protection, care, guidance and

KG Primary Middle High
support of students Indicators

Health and safety, including

arrangements for child protection/ Outstanding Outstanding Outstanding Outstanding
safeguarding

Care and support Outstanding Outstanding Outstanding Outstanding

The schools protection, care, guidance and support of students is outstanding,

based on a robust policy framework in which staff have been trained. Students feel
safe and know what to do if they have any concerns. The school is safe and secure.
Bullying is not tolerated and the school is a pilot for a national review of internet
safety including cyber bullying. Health and safety matters are monitored by a highly
effective school team with representatives from senior leadership and a nominated
governor. The school is accessible for all students and staff regardless of any
disability, fully meeting the needs of all students. Safe and healthy living are fully
promoted through the many sporting opportunities available for all students. This is
reinforced by frequent promotions of healthy lifestyles and ready access to support
and advice on personal matters.
Care and support of students are outstanding. Staff have an excellent
understanding of students academic and pastoral needs. They have effective
procedures to identify and assess students who may have special educational needs.
As a result, high-quality support is implemented quickly when needed so that
students can make very good progress from their starting points. Mutual trust,

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respect and responsibility are characterised by high attendance and calm, punctual
movement around the campus with little adult supervision and no bells. Older
students receive very effective personal guidance on career choices and transition
to the next stage in their learning. Parents are fully involved in the life of the school.
The pastoral system provides frequent opportunities for students to meet with
staff. Staff have excellent knowledge of and information about each student. This
ensures progress and improvement are always being monitored and evaluated. and
support

Performance Standard 6: Leadership and management

Leadership and management Indicators

The effectiveness of leadership Very Good

Self-evaluation and improvement planning Very Good

Partnerships with parents and the community Outstanding

Governance Very Good

Management, staffing, facilities and resources Outstanding

Leadership and management are very good. The leadership has an appropriately
ambitious vision for the school, which drives its direction. This can be seen in the
highly effective promotion of students learning skills and personal development.
Leaders have successfully created an inclusive school with a purposeful learning
culture. Morale is exceptionally high among most staff. The Arabic teaching staff are
less sure of their responsibilities, being without senior leadership. The capacity for
senior and middle leaders to innovate has developed almost all aspects of the
school. This has yet to be the case in Arabic as a first language.
The school development plan (SDP) is strategic and ambitious. It drives innovative
solutions to address the schools and the UAEs priorities. Improvement over time is
good but has been limited by the school not implementing fully a key
recommendation from the last inspection. Processes for creating the self-evaluation
form (SEF) have not always fully included all middle leaders or representatives of
other stakeholders. This has led to some confusion over, for example, what is meant
by attainment and progress and alignment to national benchmarks. Monitoring of
teaching is very good in almost all subjects.
The school engages parents as partners in their childs learning, including for those
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students who require additional support. Parents are consistently well informed. For
example, FS parents receive instant photos during the day of their childrens
achievements. Reporting is accurate, comprehensive and detailed and identifies the
steps required to improve learning. The schools contributions to local, national and
international communities are significant and sustained. The school has recently won
the New British International School of the Year award.
Governors know the school well and exert a positive influence on its direction. They
monitor the schools actions and hold senior leaders accountable. There is little local
and no parental representation at present. Governors have yet to ensure fully
effective leadership of Arabic.
Staff development improved teaching in almost all subjects. The premises are of the
highest quality with extensive specialist facilities. ICT and library facilities, in
particular, promote students outstanding learning skills. School leaders have
ensured that resources are well matched to the curriculum requirements and
promote very good teaching and learning.

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What the school should do to improve further:
1. Improve the quality of teaching further so that it consistently matches the
best practice, by:
i. ensuring teachers in different subjects have the opportunity to
evaluate students learning in each others classes
ii. introducing opportunities for team teaching where possible within
subjects
iii. providing other approaches which enable teachers to share specific
strategies that promote outstanding progress for all students.

2. Improve the provision and teaching of Arabic in the school by:

i. appointing an effective, full-time representative on the senior
leadership team to lead Arabic in a way which reflects the national
importance of the subject
ii. improving the pace of lessons based on clear directions and high
expectations
iii. ensuring teachers provide constructive feedback, in lessons and in
books, that helps students understand how to improve.

3. Improve leadership and management by:

i. involving representatives of all stakeholders in evaluating the schools
performance and contributing to the SEF
ii. using recognised benchmarks to compare performance with national
and international standards.

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